WHO’S WHO 

IN 

HEALTHLAND 

By 

ANNE WHITNEY 

PREPARED FOR THE BUREAU OF EDUCATION BY The 


CHILD HEALTH ORGANIZATION of America 



A REPORT ON METHODS USED TO 
STIMULATE THE ACQUISITION OF 
HEALTH HABITS IN THE PUBLIC 
SCHOOLS OF NEWTON, MASS. 


School Health Studies No. 3 

DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 
19 23 






Health! Strength! Joy! 



RULES OF 


THE HEALTH GAME 

| A full bath more than once a week 
2 Brushing the teeth at least once every day 
^ Sleeping long hours with windows open 

4 Drinking as much milk as possible, but no 

coffee or tea 

5 Eating some vegetables or fruit every day 
Drinking at least four glasses of water a day 

7 Playing part of every day out of doors 
Q A bowel movement every morning 




WHO’S WHO 

IN 

HEALTHLAND 


By 

ANNE WHITNEY 


Prepared for the Bureau of Education by The 
CHILD HEALTH ORGANIZATION of America 



A REPORT ON METHODS USED TO 
STIMULATE THE ACQUISITION OF 
HEALTH HABITS IN THE PUBLIC 
SCHOOLS OF NEWTON, MASS. 


» > 

) > > 


School Health Studies No. 3 


DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

‘W 

1923 

























Foreword 

M ANY schools throughout the country are earnestly working 
to develop a well-rounded health education for their 
pupils. All sections of such a program in a school do not 
grow at the same rate. It is the old parable of the sower who went 
forth to sow his seed, and some fell on good ground and grew and 
brought forth fruit an hundredfold. 

In Newton the seed of vitalized health teaching fell upon the fertile 
soil of a school system where the standard of general teaching was 
perhaps exceptionally high. It has grown in the sunshine of adminis¬ 
trative encouragement and approval, tended by the close cooperation 
of principals and teachers, until its roots are now established firmly 
in the school life. There is promise of fruit an hundredfold in the 
improved health habits of the individual children. 

The work in Newton is unique because of the many and varied 
methods developed by the teachers to stimulate the interest of the 
pupils in proper health habits. The health teaching is based on sound 
pedagogy and psychology; and the teachers are alert to recognize 
and use all the health opportunities which the daily school life offers. 

This report endeavors to present a picture of the health work in the 
classroom, and such activities as the lunch, the nutrition class, and 
the open-air class are considered only for the educational contribution 
.made to this health teaching, 


LIBRARY OF CONGRESS 
apceiviD 

MAY2&13; . 

DOCUMENTS ulV.dlQN 


2 







Who's Who in Healthland 

ail E FAMOUS for your health achievements.” It was a, 
fourth-grade group in one of the schools in Newton, Mass.,, 
which conceived the original idea of a class “ Who’s Who in 
Healthland.” There were visits to a library where a volume of “ Who’s 
Who” was consulted. There was much study of the monthly weight 
charts, much mystery, and many after-school conferences. Then 
one morning a neat book, made from sheets of composition paper, 
was presented with great formality to a much surprised teacher. A 
breathless moment followed, the class thrilling with the suspense 
which comes to everyone, big or little, when the product of real 
creative effort is being offered for valued approval. The astonished 
eyes of the teacher swept over the cover— 

Who’s Who in Healthland 

Hyde Four 


1922 


- j 


1921 

she turned to the title page, 


3 









Editor-in-Chief 
Associate Editors 
Language Expert 
Spelling Expert 

and she read aloud the names of the children elected to these offices. 
Dedicated to her, their teacher! Then following came, in alpha¬ 
betical order, a page for each child in the class, on which had been 
carefully listed the health achievements of that child. 

A_H_B _, born Boston, Mass., August 19,1913. 

Address, . Rockland Street. 

September-October: Gained § pound. 

October-November: Gained If pounds. 

November-December: Gained If pounds. 

December-January: Gained f pound. 

January-February: Gained J pound. 

Brushes teeth three times daily. Sleeps with windows 
open. Sleeps 11 hours. Plays out of doors. Drinks 
three glasses of milk daily. Eats all vegetables. Eats 
all fruits. Drinks four glasses of water a day. 

Where no gain had been made there was a blank space. Here was 
recorded only positive accomplishment. The health habits were 
detailed with great honesty, and such data as “Has made a good 
health poster/’ “And tries to gain,” “ Has a bath three times a week,” 
had found a place in this unique production. 

This book was made by one class in one school, but it is symbolic 
of the attitude of many children in all the Newton schools. The 
goal is positive health achievement, and there is group pride in any 
success, big or little, which each individual may attain. 

Progress may be measured by the scales, but health habits are the 
lessons which the scales mark. All is dedicated to the teacher whose 
constant interest, ready sympathy, and tactful approval have made 
the Way of Health a gay, delightful adventure. 


How the Work in Health Education Began 

T HREE years ago this spring the school department/through 
the literature of the Child Health Organization, became 
interested in the need of more educational health work in 
the schools. 


4 



A beginning was made and the teacher of gymnastics weighed and 
measured some of the children and filed the records. Since no 
educational use was made of these facts at this time, little interest 
was aroused. It was then decided to approach the problem through 
educational health work in the elementary schools; and the superin¬ 
tendent, assistant superintendent, and principals, working together, 
made their plans. 

By March, 1920, scales had been secured for most of the schools; 
and Health Bulletins Nos. 1 and 2 1 were sent out to the principals 
and teachers, outlining a simple program for the elementary grades 
and asking for their cooperation in making it effective. These bulle¬ 
tins, in addition, furnished explicit instructions for the method of 
procedure to be used in weighing and measuring, in order that all 
the work might be uniform. Emphasis was laid on the fact that the 
gain was the important feature to stress with the child. Those 10 per 
cent or more below weight were to be brought to the attention of the 
school physicians and nurses. The school medical service is under 
the board of health, and the head of this department assured the school 
authorities of its readiness to cooperate in the proposed program. 

At the same time a letter was sent to the parents explaining the 
purpose and scope of the work. This letter stated the eight health 
habits which the teachers were endeavoring to establish in the 
children, and asked the sympathetic cooperation of the parents that 
the school and. home might pull together harmoniously in the effort 
to give the child a strong foundation for healthy living. 2 

Attention was called to the health education pamphlets of the 
United States Bureau of Education; and copies of certain ones, such 
as “ Diet for the School Child ” and “ Teaching Health, ” were furnished 
the schools. 

The teachers and principals, appreciating the educational need for 
such health work, responded heartily and bent their energies to the 
development of this simple plan for health instruction. That the 
work has made such steady progress during the past two years is due 
to the skill and unflagging zeal of individual teachers in devising 
methods for interesting the children; to the cooperative attitude of 
the principals, parents, and school medical service; to the support 
of the superintendent; and to the inspirational leadership of the 
assistant superintendent, who shows a personal interest in the work 
done in «verv school by each individual child and teacher. 

1 The text of the bulletins is given in Appendixes I and II. 

2 The text of the letter is given in Appendix III. 


5 





The scales help to 
sustain interest in 
the health rules. 


Scales in Every School 

I N THIS health work the scales are the central figure. On every 
classroom wall hangs a “Classroom weight record” 3 furnished 
by the school department. This record always hangs at the 
height best suited for the children in the room, as it is intended for 
the child’s own information. On some, at least, there are unmistak¬ 
able evidences that little fingers have traced out their owner’s progress 
across the great grey plain stretching between the name and the last 
weight recorded. 

The monthly weighing day is an important occasion and is antici¬ 
pated many days in advance, while speculations as to probable gains 
lend an added thrill. Each child is weighed by his classroom, teacher, 
and the event is a classroom exercise. The opportunity for tying up 



19 *jr I* 

. 

HEALTH - RULES 

OrmK M.JK ■; > 

0 *** Doors 

jLr 

. BlUYcfv::-"-' 

DO YOU 
LIV/E. UP TO 
IUESE RULES? 




* Published by the United States Bureau of Education. 

6 





this gain, or lack of gain, with the practice of health habits is used 
most effectively. 

Donald knows before he steps on the scale exactly what he weighed 
last time and what his weight should be for his height and age. The 
teacher asks him for his last weight record and sets the balance at 
that point on the scale. A dozen eager eyes, besides Donald’s, 
anxiously watch the bar to see whether it goes up or down. 

It goes up, and a breathless moment follows until it is found exactly 
how much has been gained. Teacher and class are enthusiastic over 
Donald’s success, and he is asked how he helped to accomplish this 
gain. Comparison of his new weight with his average normal weight 
incidentally offers a problem in mental arithmetic, and the class passes 
upon the correctness of his answer. 

Or the bar goes down and Donald’s face falls simultaneously. 
The teacher is sorry; Donald must make an extra effort with health 
habits next month; or if he has been ill he has just so much more to 
gain. The teacher also tries to discover if the boy knows why he 
has failed to gain and what he can do about it. 

The monthly weights are not only entered on the classroom charts 
but are also reported to the homes on special report cards. In addi¬ 
tion, these new records are sent each month by the principal to the 
school department offices where the weight records of every class¬ 
room in the city are studied and progress commended. 

These careful weight records now extend over nearly two years 
and represent the interest and effort of the principals, teachers, and 
pupils. It is interesting to note that probably owing to this consistent 
work done in the classrooms, the number of children 10 per cent or 
more underweight shows a steady decrease during the progress of the 
school year. 

Following vacations there is a marked increase in the number of 
10 per cent or more underweight, and one series of records shows 
that 21 per cent of the children lost weight during the Christmas 
holidays. 

Comparison of the records of the same grades in the different 
schools brings out in a striking way, it is believed, the influence of 
the health teaching. There seems to be a marked improvement in 
the records of those rooms where the teachers have been especially 
successful in stimulating the interest of the children. With few 
exceptions, the skill and health interest of each teacher are almost un¬ 
failingly indicated in these weight charts, and this is made convincing 
by the uniformity of the coincidence. 

A new system for making the weight ratios more vivid and under¬ 
standable has recently been adopted by the school department. 
The idea originated with Miss Maud Brown, of the Elizabeth McCor- 


7 


mick Memorial Fund, who conceived the scheme for use in her work 
in Kansas City. The children weighed are divided into three groups: 

1. The white group —those children of average normal weight and 
over (overweight is not emphasized unless the child is 15 per cent 
or more overweight, as up to that point it is considered “money in 
the bank”). 

2. The blue group —those children who a^e not quite up to the nor¬ 
mal average and yet are not 10 per cent or more below. 

3. The red group —those children who are 10 per cent or more under 
the normal average. 

A large chart for every school is prepared monthly to show the 
percentage of children in each group and also the percentage of each 
group in each grade room. The percentages are worked out by the 
arithmetic classes in the upper grades. 

The children enjoy these red, white, and blue charts, and it is 
interesting to see the eager group of children of all ages that gathers 
around the bulletin board to study the month's new record. Some 

Per cent. 



Chart showing weight groups in the elementary schools of Newton, Mass., 1920-22. 


8 













































°f the grade teachers have also copied the room record on the black¬ 
boards. 

Of course, the game is to turn the reds into blues and the blues into 
whites, and, incidentally, there is healthy rivalry between grades 
and schools to see which is most successful. 

Each child knows to which group he or she belongs, as at each 
weighing the teacher gives the child a strip of gummed paper of the 
correct color to paste on the lower right-hand corner of his home 
record card. When the child changes from one color to another 
the old strip is replaced by one of the new color. 

Interest in Weight Records Stimulated hy 
Classroom Devices 

I NDIVIDUAL teachers have also originated attractive and color¬ 
ful methods for interesting the children in their monthly pro¬ 
gress. One first-grade teacher has prepared a card for each 
child, showing a miniature scale. A penciled arrow points to the 
desired weight and a movable arrow rises from a slit at the back 
of the card to indicate the actual weight. Each child selects and 
colors a paper representative to stand on the scale and gleefully 
moves the adjustable hand after each weighing day. The cards of 
the entire class occupy a conspicuous place on the wall. 

“Who can fly his kite above the clouds V’ To do this is the am¬ 
bition of many little first-grade boys in another school, but the kites 
are paper ones flown by paper representatives on a blackboard 
transformed by the teacher into a charming meadow over which 
many fluffy white clouds float idly in the sunshine. Every boy has 
his kite, every girl her balloon, and each month the scale indicates 
how high each may fly. Those belonging to the children of “normal 
average weight or over” are soaring above the clouds so high that 
both kites and balloons appear as gay colored specks in the blue air. 
Those flying lower belong to the children not quite up to weight. 
As the strings shorten, the balloons and kites grow bigger, the big¬ 
ness offering some compensation to those who are trying but are not 
yet quite so successful as their other playmates. 

Next door the second-grade children are climbing a hill. Their 
progress in weight determines their position on the upward road. 
Some, of course, have reached the top, where flies the flag of health, 
and stand with hands outstretched to those below. 

In another second grade the children have made individual clocks, 
with two hands, a.red hand and a blue hand. The face is marked 
off for pounds, and while the red hands mark the “average normal” 
weight, the blue hand moves each month to indicate the actual 
weight. 

31801°—23-2 


9 


Gayly colored representatives of another second grade delight in 
playing in a green meadow where a fence stretches alluringly. Every¬ 
one wants to get over that fence of “up to weight for height and age. ” 
Some are already over, others are perched on top ready to leap, 
while a few determined children are wriggling their way through the 
bars. It is a game, but all are bound to win. 

Other third-grade children are having a race upstairs; each child 
has a pictured flight of stairs and a paper representative who moves 
up or down as the scale indicates. The step of “average normal 
weight ” has a different color, that the child may see at a glance 
exactly where he stands. 

A marvelous see-saw of cardboard adorns the wall in another 
classroom. Paper dolls, representing all those children belonging 
to the red group, sit on one side, and all those in the white or blue 
groups on the other. The pounds are totaled for each side and are 
written below, while the see-saw balances accordingly. As soon as 
a child graduates from the red group he proudly transfers his paper 
replica to the other side of the see-saw and adds his weight to his 
new team’s total. 



The “Hill of Health” 

The sign reads: 

Yes, we are down here with the underweights 
But we don't intend to stay. 

We are going to build our health up 
In the Good American way. 

We are going to eat, drink milk, and sleep, 
Play out of doors and try 
To climb up with those healthy folks, 

Where the flag floats next the sky. 


10 








These clocks tell individual weight records, and every child has a place on the health see-saw. 

With the early days of spring comes anticipation of the joys of 
swimming, and a seashore represents the summer’s paradise. One 
room possesses its own private bathing beach where each member 
of the class has sent his pictured representative arrayed in a cap 
indicative of the weight group to which he belongs. The notice 
to bathers reads: 

White caps only allowed on raft and beyond. 

Blue caps no farther than raft. 

Red caps stay on shore. 


Good health bathing beach. 


11 






















“ Healthland,” built by pupils in a second grade. 

The Pied Piper of Health leads a fourth grade with dance and 
music to Healthland. In that particular room many children are 
learning to like milk, so the road to Healthland passes through a 
milk bottle gate beyond which are those who have reached the 
“ promised land.” Relative positions in this dancing throng are, of 
course, changed each month on weighing day. 

Cardboard thermometers help other fourth-grade children to 
“ watch their weights,” and incidentally teach them how to chart 
according to scale. 

The fifth and sixth grades have individual graphs on which they 
plot their weight records as part of the arithmetic work. The upper 
grades assist in figuring the percentages not only for their own classes 
but also for the lower grades. 

One fifth grade, having totaled the average normal weights of the 
room and the actual weights, decided to auction off the deficit. Each 
child below average normal weight bid the number of pounds he 
would try to gain by a certain time. In this way the deficit was 
decreased. There was much amusement when it was discovered that 
there was over a ton of children, the addition of the weight being an 
arithmetic problem. 

Every Lesson a Potential Health Lesson 

T HE question of finding enough time for the teaching of health 
habits has been solved by the use of health material in 
nearly every subject of the curriculum. 

12 





Correlation with the 3 R’s 


Doll House Projects 

The doll house projects in the first and second grades offer a 
delightful way for making suggestions for healthful living. The 
bathrooms are equipped with pictures of soap, towels, and tooth¬ 
brushes, and the children are eager to explain how and when they 
should be used. The bedroom windows must be made to open, and 
the hour for occupying that room must be learned. Of course, 
meals and the dining room are inseparable and the children decide 
what shall be provided for breakfast, dinner, and supper. In addi¬ 
tion to the many opportunities for spelling, writing, and oral English 
lessons arithmetical problems are involved in this project. 

Billy Bumpus (The adaptation of an idea suggested in a primary magazine.) 

In one first-grade classroom the children are eager to introduce 
their friend Billy Bumpus. Every child has a Billy Bumpus, a boy 
paper doll, who lives in a neat envelope in each desk. In the same 
envelope with Billy Bumpus are all his personal effects, his clothing, 
essential toilet articles, treasured belongings, such as books, skates, 
and ball, even a miniature copy of his favorite fruit. 

With the envelope carefully placed on the left-hand side of each 
desk the children are all attention. 

One child commences, “ Billy Bumpus is now in bed, but he wants 
to get up bright and early.’’ 

“ Ding-dong, ding-dong,” seven times does another child imitate 
the striking of a clock, and, at the last stroke, Billy springs from each 
envelope. Billy has his own toothbrush, tooth paste, wash cloth, 
and towel. After he has brushed his teeth, up and down, up and 
down, and rinsed out his brush (the children all go through the 
motions for Billy), he washes his hands and face, giving particular 
attention to his ears and neck. Billy then skips across the desk 
back to his room, where he dresses himself carefully, not forgetting 
to be neat and clean. All of Billy’s actions are class suggestions, and 
there is sometimes discussion as to the best method of procedure. 
It is agreed that Billy must have a full bath at least once a week and 
that “he would be glad of two” if it could be managed. 

Billy, with combed hair and clean blouse, then skips downstairs 
because he is so happy, calling out as he goes, “Mother, I am so 
hungry!” 

At the table he remembers to put up a napkin to keep his blouse 
clean, and then the problem of a suitable breakfast for Billy is the 
subject of much serious discussion. An orange is selected unani- 


13 



Billy Bumpus, and the theatre where he sometimes gives his health demonstration. 

mously, and the cereal vote, though divided, is carried with a fair 
majority for oatmeal. Milk is chosen without a dissenting voice 
and toast is heartily recommended, with the amending suggestion 
that brown bread is best. An egg is spoken of, but the children do 
not seem to think that Billy really needs an egg if he has eaten enough 
oatmeal and milk; so Billy says, “Excuse me, please,” to Mother 
and leaves the table to get ready for school. 

One child suggests that, without doubt, Billy’s hands are crumby; 
so he washes them, puts on his hat and coat, and starts for school. 
Billy skips three times across the desk on his way to school, he is so 
happy and smiling because “he is nice and clean” and also because 
“his stomach is glad!” 

After hanging up his hat and coat he seats himself at his desk 
(children show how Billy should sit) and looking up at the blackboard 
finds there five new words, “A good American is clean.” Billy 
is so glad he is clean, and all the children who are like Billy in this 
respect help their row to earn its daily star for cleanliness. 

The possibilities for Billy Bumpus’s usefulness are almost without 
limit, as the ingenious teacher devises many ways of surrounding 
Billy with interest. He is without question a favorite playmate 
and helps the class to cover much ground in oral English, spelling, 
and number work, while he fixes the children’s minds on essential 


14 









health habits, the practice of which should form a part of every 
child’s daily life. 

Scrapbooks 

Cut-out work illustrative of health habits finds a place in health 
books, and the writing and spelling lessons are often combined with 
this work. The “ Child Health Alphabet” is sometimes used as a 
model, and the children write original verses for the different letters. 
The following rhymes were among those produced by a third grade: 

A is for Apples, 

so round and so red; 

They’re better than candy, 

Let’s eat them instead. 

C ream of Wheat for your breakfast, 

Begins with a C 
And a nice Cup of milk, 

But no coffee or tea. 

F is for Fruits, 

And also for Fig; 

The children who eat them 
Will surely grow big. 

H is for “Huskie” 

That all boys should be, 

If you want to see one of them 
Just come look at me. 

J are the Jolliest 
Children I know, 

’Tis plenty of sleep 
And right food makes them so. 

Health Rhymes 

The following are examples of health rhymes, composed in the 
English class (third grade) and then used for dictation. Careful 
work is rewarded by being given a place in the class book of health 
rhymes. 

My Breakfast 


For my breakfast, oh let let me think, 
What is there good for me to drink? 

A glass of milk or cocoa fine, 

No tea or coffee at any time. 

A bit of fruit I, too, must eat, 

Some prunes or perhaps an orange sweet, 
This is not enouglj you well may see, 

To make me as strong as I’d like to be. 


15 



Our Dinner 


Now for our dinner what shall we eat? 
Plenty of vegetables but little meat; 
Potatoes, carrots, and spinach are fine; 

These give us strength if on them we dine. 

Another good dinner I think, don’t you, 

Is one when we have a vegetable stew? 
Vegetables, we always have heard tell, 

Are good things to eat to keep us well. 

Some children for dinner drink coffee or tea, 
Neither are good for you or for me; 

A glass of fresh milk is better, we know, 

To make us as fat as we want to grow. 

For our dessert something sweet we will try; 
Custard pudding or jello—let’s not eat pie; 
Pie is too rich for our stomachs to take— 
Much better for us is fruit or sponge cake. 

Supper 


For breakfast and dinner we know what to eat, 

And now for our supper let’s plan a good treat; 

Graham bread and butter or some cereal fine 
Are the kind of things to eat at supper time. 

A bit of something else we need to eat, too; 

Cookies would taste well, I think, don’t you? 

A glass of fresh milk we must not leave out. 

Then off to bed we will go with a shout, 

For ‘‘early to bed and early to rise 

Will make us all healthy, wealthy, and wise.” 

Health Stories 

In the fourth, fifth, and sixth grades, health teaching is correlated 
with oral and written English. Health stories are of absorbing 
interest and give a wide range of expression for the imagination. 

One of the teachers commented on the fact that children seemed 
to take greater pride in their written work when the subject was 
connected with health. “I don’t quite understand why,” she said, 
“but the papers are more neatly arranged, the writing is better, and 
more careful attention is given the punctuation.” 

Health Songs 

Health songs, composed in English classes, are sung in the singing 
period to tunes in the school song-book. 

These songs are sung throughout the grades, from the kindergarten 
up. The morning inspection for cleanliness is done in one first grade 
through a singing game. Some of the first and second grades sing 
songs to milk before mid-morning lunch. The fifth and sixth grades 

16 





have songs carrying a health message which are sung in parts. 
Many health songs which have found their way into classrooms 
in all parts of the country originated in a Newton classroom. That 
one of these is still very popular with the children was shown by the 
whole-hearted enthusiasm with which it was sung. 

Keep the Good Work Going 

(Tune—Keep the Home Fires Burning.) 

Keep the good work going, 

While we tall are growing, 

Though the sun has not gone down, 

We go to bed. 

There’s a body growing, 

Seeds of joy we’re sowing, 

Keep the good work going on 
Till we grow up. 

Correlation with Art 

Health Posters 

Sometimes the English work is correlated with the art work on 
posters, in the captions, as 

Good health we’re after, my kitty and I, 

And so we drink fresh milk and grow fat and spry. 

For good cream of wheat and milk so sweet 
Dear Father, we thank Thee before we eat. 



17 






Poster 'illustrating a health rule u'hich 
is one of the hardest to remember. 


Health posters are found in 
every classroom, and children 
of all grades delight in this 
feature of the health work. 
In fact, health posters are to 
be found throughout the build¬ 
ings. In one school immedi¬ 
ately on entrance, everyone 
is confronted with a spirited 
invitation to “Play the Health 
Game.” 


A poster made by a sixth-grade boy indicates that history may 
repeat itself—at least on posters. The title is “The Auburndale Tea 
Party,” and no details of the historic Boston protest are left 
unpictured. In a vigorous scene of wild activity blanketed children 
in full war-paint are assisted by milk bottles, transformed into 
Indians with feathered headdresses, and huge amounts of tea are 
consigned to a permanent resting-place in the Charles River. 

The emphasis is always placed on the positive side, and the follow¬ 
ing are some of the messages carried over by the posters: 

Eat vegetables. 

Be a good outdoor sport. 

Drink milk and your cheeks will be as rosy as this tomato. 

I gain weight by eating cereal. 

Hurrah, I like to be clean. 

Near a table in a third-grade room given over to a charming 
project on Japan, hung an appropriate poster. A picture of a 
Japanese child bathing her doll had been found, and the health 
message was made personal by the following rhyme: 

Although we live in far Japan, 

We follow health rules, too, 

And Dolly has her bath each day 
To keep her clean, do you? 

Health Corners 

“Health corners” are features in several of the schools, and almost 
every room has its corner dedicated to health. Here the children 
have health posters, some brought from home, and some made at 

18 








school, but all carrying a positive health message. One corner, 
emphasizing posture, is a picture gallery of children of all ages 
having good posture. Pictures from the rotogravure section of the 
Sunday paper, gay-colored advertising material, and magazine 
illustrations have been selected by the pupils and brought to class. 
Many stimulating suggestions are given. The material in these 
health corners is changed each month, and in some rooms a committee 
of children have charge of the plan. 

Health Theater 

A moving picture theater was manufactured by a group of first- 
grade children. The pictures are fastened to long strips of paper 
which are wound from one wooden roller to another. The theater 
itself was largely the work of an older Italian girl in the room, but 
every child made a poster. 

Correlation with Dramatics 

Informal classroom exercises, arranged by the children themselves, 
permit the expression of health ideas through action. Aesop’s 
Fables, adapted and dramatized, are popular in a fifth grade, and 
have been developed and produced in the English class. One day, 
work in grammar was made more interesting by one teacher through 
a health game. One child, representing a health adjective, noun, or 
verb, stood and described himself and the connections in which he 
might be used appropriately, while the class guessed his name. 



A health corner. 


19 













Twelve little girls in a fourth grade have dressed 12 clothespin 
health dolls, and with the help of the teacher gave the following 
little classroom exercise. 


Our Good Health Dollies 


1. Twelve little girls holding clothespin dollies form a half circle. A s they speak they move forward holding up the 

dollies. They then step back to place. 

2. Each little girl steps forward as she speaks, then back to place in the circle 

All. These are our good health fairies. 

1st child. This is Tidy Ann, her face and hands and teeth she keeps so very clean. 

2nd child. This is Ora Orange, red apples, yellow oranges and pears,, so ripe and juicy 
Ora likes to eat. 

3rd child. This is Celia Cereal, oatmeal, eornmeal, or shredded, wheat she has for 
breakfast every day. 

4th child. This is Etta Egg, Top Knot Biddy lays a nice fresh egg„each day for dear 
little Etta Egg. 

5th child. This is Molly Milk, Captain Milk’s little daughter, four glasses of milk she 
drinks each day. 

6th child. This is Betty Beet, yellow carrots, beets so red, these make Betty’s cheeks 
so rosy. 

7th child. This is Lucy Lettuce, slices of Mother’s bread, with nice fresh lettuce in 
between, she likes to eat. 

8th child. This is Ruth Raisin, she likes sweet things, so dates and figs and raisins 
I often give to her. 

9th child. This is little Alice Air, out of doors she likes to run and jump and play. 

10th child. This is Ruth Rest, sometimes little Ruthie Rest is very tired, then on 
Mother’s bed a nice long nap she takes. 

11th child. This is Peggy Water, into the tub with water filled each week Peggy goes, 
out she comes so clean and sweet. 

12th child. This is Susie Sleep, every night at 8 o’clock to her bed the sandman creeps. 


Correlation with Games 

Some sixth-grade boys and girls have been busy in devising original 
games and have shown themselves very ingenious in working out 
interesting schemes. The majority of these games are of a progressive 
- character, and little cardboard checkers, adorned with carrots, beets, 
and glasses of milk, are moved over a squared-off board at the direc¬ 
tion of a spinning hand which indicates the number of squares to be 
traversed. One may be fortunate and land at a square labeled, 
“ Drank milk—five ahead,” or one’s progress may be impeded by an 
untimely visit to the square marked, “No bath—four back.” The 
game is won when one arrives in a central spot marked “Health.” 
The making of this game required very exact measurements and care¬ 
ful planning, neat handwork and lettering. 

A clever adaptation of the well-known game of fish pond has 
proved very diverting. Fishing is always fun, but fishing with a 
little wooden pole, a string, and a bent pin, for tiny cardboard milk 
bottles, carrots, beets, and string beans, is a new indoor sport, and 


20 






Every child in the class sees his health 'poster exhibited in this moving-picture theatre. 

the novelty increases when one finds one has caught “a bath once 
a week” or an invitation “to sleep 10 hours with the windows open.” 
Each prize is evaluated, and the most successful fisherman is the 
one with the heaviest catch. 

Correlation with Domestic Science 

For the girls in the seventh and eighth grades the course in cooking 
is especially arranged to stress the relation between proper health 
habits and good health. 

There is first the personal stock-taking and attempt to realize 
one’s own health assets. Every girl in connection with the cooking 
class keeps a monthly weight record and makes an application of 
her food study to her personal needs. In the study of foods partic¬ 
ular attention is given to the problem of overcoming constipation. 

Not only do these girls assume a personal responsibility for their 
own health improvement, but they also study and encourage the 
formation of health habits in their younger brothers and sisters. 
They cooperate with the grade teachers in every way possible and 
endeavor to make a practical application of their food knowledge to 
the needs of the younger children. 


21 







A sixth-grade arithmetic lesson which calls for the accurate division of a circle into segments. 


Correlation with Civics 

In the upper grades, sanitation, the milk supply, water supply, 
and other community health problems are studied in civics and 
geography. Clean-up campaigns initiated in the schools spread into 
the homes, and the club work in the upper grades often includes 
some project for community improvement, such as the cleaning up 
of a dump in the vicinity of the school, which was recently accom¬ 
plished by the pupils in one room. 


22 










Correlation with Vocational Guidance 

Health is stressed in all the classes in vocational guidance. 
Health as an asset is emphasized, and what each occupation offers 
for health development, mental growth, advancement, and recrea¬ 
tion, is discussed. 

Devices for Maying the Morning Inspection 
More Interesting 

Health Flags 

T HE teachers have found that morning inspection must be 
varied in order to sustain interest. Often group rivalry is 
encouraged by row competition. One room has a health 
flag which flies next to the American flag. Made by the girls in the 
class, it is saluted each day. The health pledge was composed in the 
English class. The simple, unconscious reverence with which the 
two grades, fifth and sixth, stand and repeat their pledge is symbolic 
of their attitude toward health. 

Health Pledge 

I pledge attention to my Health, 

To keep my body sound is Wealth. 

I promise cleanliness to-day 
Shall start me smiling on my way. 

The same class have small health flags which are flown at the side 
of each desk when the occupant has come to school with, “ clean 
hands and face, brushed hair, clean finger-nails, clean teeth, and the 
assurance that he has slept with the windows wide open, and has 
eaten the right kind of breakfast.” 

An entire school of about 400 pupils is making a determined 
drive on “ clean teeth.” Each room has been equipped with a special 
flag which can only fly the days when 100 per cent of the pupils 
show evidences of having brushed their teeth. This has so aroused a 
group pride that boys who have overlooked this habit have been 
known to run home before school to rectify the omission in order 
to be able to report accomplishment. On the day when the school 
was visited, the flag was flying in every grade but one, and in that 
room the boys were laying plans for the reform of one offender who 
had repeatedly spoiled the class record. A very simple and effective 
measure was proposed: if the class would take up a collection to buy 
the boy a tooth-brush which might be kept at school, the boys 
promised it would be used daily. Public opinion insisted on 100 
per cent clean teeth! 



Any boy would stop for this 
message. A suggestion for 
Boy and Girl Scouts. 



Training for the Race 

A second grade is having a health race. Enormous cardboard 
letters spell health across one side of the schoolroom. These letters 
have little holes punched in them, and from some of the letters hang 
little white tags bearing names. Every Monday, the race begins, 
and all those who have had perfect inspection reports, hook their 
tags in H. The inspection is made by a girl, for the girls, and a boy ; 
for the boys. On Tuesday, those perfect can progress to E. The 
hundred per centers, who slipped on Monda} r but passed on Tuesday, 
begin at H. Those, “in best training” passing T on Friday, win the 
race and get a gold star on the last H. The next week the race is on 
again. 

Home Runs for Health 

Third-grade children in another section of town have shown a 
sporting spirit by dividing their room into two teams. On the black¬ 
board is the diagram of a baseball diamond. First base is clean 
hands, faces, teeth, and finger-nails; second base, clean blouses, dresses, 
and ties; third base, well-brushed hah* and clean shoes; and drinking 
milk, is home plate. This game has only five innings, one for each 
day in the week, but the incentive is great to score a home-run every 
day! Needless to say many children have a regular “National 
League” home run record! 

Vegetable Contests 

Records of food habits are also kept by the pupils in some of the 
rooms. The teacher found in one of the rooms that the children 
were not eating vegetables. A vegetable race followed, and each 
day the scoring of each of the vegetables eaten is listed. On Friday 
the scores are totaled in the arithmetic class, and the winning vege¬ 
table for that week is shown. 


24 




Classroom Health Department 

In a seventh-grade room which has organized itself under “ State 
government/’ the health work is, of course, supervised by the chosen 
health department. Morning inspection is conducted by the depart¬ 
ment, and at the end of the week these pupils average the percentage 
achieved by each row. This same room has a large vegetable chart. 
On one side are pasted pictures of vegetables, and underneath these 
the children write their names as they learn to eat new varieties; on 
the other side, children who have learned to eat all the pictured 
vegetables write their names. One girl, who in October ate only 
potatoes, has now learned to eat nine other kinds of vegetables. 

Milk Thermometers 

A pictured thermometer registers the milk drinkers in another 
room at 92 per cent of the pupils enrolled, and coffee and tea have 
been completely routed from the schoolrooms. One little boy who 
entered in the fall, “just didn’t see how he was going to get along 
without his tea.” Public opinion was too strong for him, however, 
and now he is an ardent advocate of milk. A rhyme composed by 



A class vegetable chart. 


25 











one of the second-grade children seems to reflect the general opinion 
of the pupils in the elementary schools of Newton: 

I hate coffee, I hate tea, 

I love milk, and milk loves me. 

Milk Lunches 

T HREE years ago milk lunches were begun in the Claflin School, 
and now the mid-morning milk lunch is in every elementary 
school in the city, and it is estimated that between 80 and 
90 per cent of the children take milk. These mid-morning lunches 
are educational as well as nutritional, and it is stated that milk is 
used much more freely as a food to-day in Newton than it was three 
years ago. 

Each school has developed its own method of serving the luncheon, 
but in many schools the children themselves take charge of it. In 
one school visited, the lunch was served in a well-lighted basement 
room, with tables arranged to seat about 40 children at a time. 
The fifth and sixth grades took entire charge of the lunch; paper 
doilies, cut and decorated by the pupils, were at each seat. The 
children came in quietly, handing in their tickets to a pupil collector 
at the door, took seats and each received a half-pint bottle of milk 
with a straw and two crackers. The bottles had been carefully 
washed and wiped, and the whole room was spotlessly neat. As each 
child finished, the empty bottle was replaced by a fresh bottle, and 
the next group was seated. There was no confusion, and if there 
was no seat available the child quietly awaited his turn. 

After all the children had been served the ticket collector checked 
up with the principal on the number of bottles served, and the tickets 
turned in. One boy was banker, and he balanced the milk lunch 
accounts before handing the money over to the principal. The 
pupils in charge of the lunchroom cleared the tables, packed up the 
bottles, scalded the dishcloths, and swept up all the crumbs. 

In some of the other schools the milk is served in the classrooms, 
and the children sit at their desks. In all the schools the lunch is 
optional and is paid for by the pupils individually. In warm weather 
lunch is served out of doors. 

In the lower grades and the kindergarten the milk lunch is made 
a festive time, and the children sing songs to milk as it is distributed. 
Pleasure and drinking milk go hand in hand; and the children, big 
and little, in the Newton schools are convinced that milk is not only 
a friend, but a friend to be enjoyed daily. 

The teachers are very enthusiastic over this lunch; and one prin¬ 
cipal stated that he believed that, should he notify his staff that milk 
lunches might be discontinued at any time at the option of the teacher, 

26 


not one would be willing to permit the milk lunch to go. A number 
of teachers spoke of the benefit the children receive and commented 
on the marked improvement in the work of the late morning reci¬ 
tations. 

In a school district which has a large foreign population, the school 
has been used as the center of many social welfare activities—girls’ 
clubs, boys’ clubs, mothers’ clubs, etc. A social worker has charge 
of these, and a school lunch was organized under her direction a 
number of years ago. The lunch did not attempt to be self-support¬ 
ing, but in spite of the small nominal charge the pupils have been 
losing interest in it, and recently it has been discontinued. A mid¬ 
morning lunch was initiated, and within two weeks over 400 pupils 
were buying the milk at 4 cents a half-pint. Crackers were served 
with the milk, and those children who had brought lunch from home 
ate it at that time. Those children who are 10 per cent or more 
underweight and unable to buy the milk are provided for from a 
special fund. 

Nutrition Classes 

T HE same social worker assists with the nutrition class, which is 
held immediately after the close of school, once a week. The 
children for this class are selected by the school authorities; 
a physician is present every other week, and a full-time nurse is in 
charge. The social service worker cooperates with the nurse and 
assists her in the home follow-up work. This nutrition class is, 
therefore, a piece of cooperative work in which the school authorities 
and outside agencies participate. The children in the class show 
interest and are gaining steadily. 

Five other nutrition classes, in other sections of the city, have been 
started with the same cooperation. About 150 children are enrolled in 
these classes. The Welfare Bureau administering the Christmas- 
seal money of the Anti-Tuberculosis Association supports this work. 

Open-Air Classes 

T HE six open-air schoolrooms in Newton are all in one school 
district and were initiated at the request of the parents. En¬ 
rollment in these classes is optional, although the school physi¬ 
cians occasionally suggest to the parents the advisability of enrolling 
certain children. 

Hot luncheons are conducted in connection with these open-air 
rooms by committees of the mothers, and are served in the mid¬ 
morning. It is interesting that many of the children are expressing 
a preference for the milk lunch, and it is possible that this type of 
lunch may gradually replace the hot lunch in the open-air schools, 
as in the other schools of the city. 

27 


Conclusion 

I T IS the atmosphere of healthy living which is the most striking 
feature of this health education work in the Newton schools. 
While there is no overemphasis on health, which might lead to 
self-consciousness, to learn how to keep well and strong is one of the 
important lessons in the school life. As they learn to respect the 
English language, to speak and use it properly, so do these children 
learn also to respect their health and to form those habits which will 
increase and maintain health. The interest shown is a normal 
cheerful interest which helps to create the will to observe the rules 
of health as one would obey the rules of any other game one plays 
earnestly. So these 7,000 children go marching on. 



Health 'poster. 


28 










Appendix I 

Health Bulletin No. 1 
Method of Procedure for Health Work 
To the Principals and Teachers 

T HE weighing and measuring of the children, beginning with the 
kindergarteners, will be begun and continued regularly as soon 
as it can comfortably be done. It would be advisable in those 
grades where the children have not previously been weighed during 
March, to get a March weight before school closes. Scales will be 
provided for each building very soon, if they have not already 
arrived. * * * 

New copies of the Classroom Weight Record will be furnished 
for each classroom. After this it may be desirable to make charts 
for this purpose, as the spaces would be larger and the figures could 
then be more distinct. * * * 

The children will be weighed each month as nearly as possible . 
on the same day, and the weight recorded on the classroom records. 
The height should be taken twice a year; September and March are 
the best months. If you are willing, we should like to make no 
deduction for the clothes of children, the tables given having pro¬ 
vided for these variations. However, there may be cases of ex¬ 
tremely heavy boots or clothing which in the teacher’s judgment 
should be allowed for. Although the gray record sheet suggests 
that boots be removed when the height is taken, since the child’s 
height is never compared with any except his own, and the height 
of his heels does not vary to any great extent, it has been deemed 
wise to have the children both weighed and measured in their boots 
because of two elements involved, (1) the extra time necessary, 
and (2) sometimes the children’s humiliation because of holes in 
their stockings. 

The important fact to be learned is how much the child has gained 
since he was last weighed. His gain is to be emphasized, not the 
amount that he lacks of being the average weight for his height and 
age. If he is within 10 per cent above or below his average weight, 
he gives no cause for concern, all other conditions being satisfactory, 
and he should be assured of his success. If he is not, however, 
within this margin of safety, then his name should be given to the 
school physician and nurse, who may visit the home and find out 
and report to the principal and teachers conditions concerning his 
health habits. Doctor Curtis assured us in his letter of last August, 
of which copies were sent you, of the cooperation of the school 
doctors and nurses in this work. 

29 


Reports concerning the weight of all children will be sent home 
once a month either on the report card or on a special card provided 
for this purpose. 

This work in weighing and measuring of itself is only an indica¬ 
tion of the condition of the child. Health habits must be taught 
to stimulate the children to an interest in their physical improve¬ 
ment. The “ Rules of the Game,” as given again and again in the 
Child Health Organization material, contain excellent principles to 
be taught during the first five grades, while the chores of the Modern 
Health Crusader furnish suggestions for the three upper grades later. 
Very truly yours, 

Mabel C. Bragg, 
Assistant Superintendent. 

Newton School Department, 

Newtonville , Mass., March 26, 1920. 

Appendix II 
Health Bulletin No. 2 
To Principals and Teachers 

I N THE cooking classes in the seventh and eighth grades the 
girls are studying the kinds of food that children should eat, 
and are being taught how to prepare these foods, all with a 
definite view to interesting them in improving their own physical 
condition and that of their younger brothers and sisters where the 
need exists. The girls of the cooking classes are to be weighed 
each month by the cooking teacher; these figures to be furnished to 
the room teacher, so that these children need not be weighed twice. 
This weighing and measuring, the establishment of the health habits, 
and the special food work in the cooking classes all have the distinct 
purpose of increasing the children’s health consciousness, and of 
inspiring in them greater desire for beauty and strength. 

This knowledge will also reveal to the room teacher many facts 
concerning the condition of the children and the kind of work she 
may justly demand from them. The more the teachers know of the 
physical condition of their children as evidenced in the health habits, 
the response in gymnastics, and their strength in posture, the more will 
they know of what these children ought to be able to accomplish in 
their regular school subjects. It may be we shall sooner learn not 
to expect impossibilities in some directions and to save time in others. 

Some teachers are already saying, “ John is not doing his work, but 
I hardly like to urge him any harder for he is 15 pounds underweight. 
He is very evidently not eating the right kind of food and surely is 
not sleeping enough.” One little girl in a cooking class is 14 pounds 
underweight. Her teacher knew immediately that this was a case 
for the school nurse and the school doctor. It is very gratifying 

30 


that so many of our teachers are already using the knowledge gained 
from this health work to help them to understand the needs of the 
children better, and to meet these needs wisely and successfully, and 
to secure greater cooperation from the school physicians and nurses. 

In some of our schools the children are having mid-morning lunch¬ 
eons, and where this has been carried on long enough for us to compare 
weights, the results have been gratifying. In most cases the children 
have gained steadily in weight, and we have more concentration and 
ability to work the last part of the forenoon. Needless to say, in 
those cases where children have come to school without any breakfast, 
whether they were in too much of a hurry to stop to eat it, or for 
any other reasons, the value of these luncheons is unquestionable. 
The educational aspect of the mid-morning luncheons is also valuable. 
Children can be taught to eat in groups food that is good for them, 
which they often refuse at home. They drink milk and eat vegetables 
in soup because all the other children are doing it, and so are helped 
to establish the habit of eating these foods. The luncheon should be 
paid for by the children wherever possible, but a fund will be arranged 
so that each teacher can take care of those children who need it 
but who can not afford the luncheon. 

Time will be saved for the traditional school subjects by the 
establishment of better health habits among our children. The question 
as to how time can be released to do this work is one on which we 
very much need the help of the principals and classroom teachers. 
Methods of presenting the subject, of stimulating the interest, and of 
keeping up the competition in health habits will be left in your hands, 
and initiative and originality and success along these lines will be 
much appreciated. If any special method or device or plan is working 
out well, the school deoartment would very much like to be notified. 

Appendix III 

Health Bulletin No. 3 

To the Parents 

R EPORTS on the weight of school children are now being sent 
to the homes each month by the schools. An effort is being 
made to get children interested in their own health habits 
and growth and to find out which children are definitely under¬ 
weight. It is desirable that parents know more about just what 
the schools are trying to do and the significance to be attached to 
serious underweight. 

There has been worked out by Dr. Thomas D. Wood, of Columbia 
University, one table for boys and one for girls showing the average 
weight for each height of each age from 5 to 18. To be slightly 
underweight means nothing, but for your boy or girl to be as much 
as 10 per cent of the average weight underweight means that a 

31 


careful inquiry should be made to determine whether or not there 
are other evidences of undernourishment and poor health habits. 

The child within this margin of safety, 10 per cent above or below 
the average weight, should be assured of his success physically and 
should be encouraged to maintain it. Those below this 10 per cent 
range should be stimulated to form better health habits and to gain 
steadily in weight. Growth and good health habits are fundamental 
and are far more important than simply the child’s progress in the 
traditional school subjects. In every case success and gain are to be 
emphasized, not failure and underweight. All the children are work¬ 
ing toward the goal of greater strength and beauty, some to main¬ 
tain, others to gain. 

We ask your cooperation along the line of the health habits we 
are trying to teach. The “ Rules of the Game” are: 

1. A full bath more than once a week. 

2. Brushing the teeth at least once every day. 

3. Sleeping long hours with windows open. 

4. Drinking as much milk as possible, but no coffee or tea. 

5. Eating some vegetables or fruit every day. 

6. Drinking at least four glasses of water a day. 

7. Playing part of every day out of doors. 

8. A bowel movement every morning. 

If there is no other important evidence of under nourishment 
than underweight, the condition may sometimes be a family charac¬ 
teristic, or a race characteristic. The schools are trying to call 
to your special attention your child’s underweight where it amounts 
to more than 10 per cent of the average for children of his height. 

If your child is overweight within reasonable limits, it is probably 
not an indication that need give you concern. A reasonable per¬ 
centage of overweight as the child approaches adolescence is con¬ 
sidered a physical advantage if such overweight is not due to soft 
flabby fat and wrong health habits. 

Mid-morning luncheons at school are a strong factor in bringing 
about good health conditions. It is interesting to see many children 
who do not like milk or soup at home take it at school with no ob¬ 
jections, through the influence of the group. 

It is possible that conferences will be invited with the mothers 
of underweight children, if such are desired. All mothers will find 
the following pamphlets valuable: “Diet for the School Child”- 
“Teaching Health.” 

These can be purchased from the Department of the Interior, 
Bureau of Education, Washington, D. C., for 5 cents each. 

Very truly yours, 


Newton School Department, 

Newtonville, Mass., April 12, 1920. 

32 


-, 

(.Principal of school.) 


o 




LIBRARY OF CONGRESS 


0 029 463 887 8 

HEALTH EDUCATION PUBLICATIONS ' 

may be procured from SUPERINTENDENT OF DOCUMENTS 
GOVERNMENT PRINTING OFFICE, WASHINGTON, D. C. 


Remittance must accompany order. Stamps are not accepted 


Health Education Series 

CLASSROOM WEIGHT RECORD 

Single copy, 5 cents. Additional copies, I cent each 

No. 1. WANTED I TEACHERS TO ENLIST FOR HEALTH SERVICE 
Single copy, 5 cents. Additional copies, 1 cent each 

No. 2. DIET FOR THE SCHOOL CHILD 

Single copy 5 cents. Additional copies, 2 cents each 

No. 3. SUMMER HEALTH AND PLAY SCHOOL 

Single copy, 5 cents. Additional copies, 2 cents each 
No. 4. TEACHING HEALTH 

Single copy, 5 cents. Additional copies, 2 cents each 

No. 5. CHILD HEALTH PROGRAM FOR PARENT-TEACHER ASSOCI¬ 
ATIONS AND WOMEN’S CLUBS 

Single copy, 5 cents. Additional copies, 3 cents each 

No. 6. FURTHER STEPS IN TEACHING HEALTH 

Single copy, 5 cents. Additional copies, 3 cents each 

No. 7. THE LUNCH HOUR AT SCHOOL 

Single copy, 5 cents. Additional copies, 4 cents each 

No, 8. HEALTH TRAINING FOR TEACHERS 

Single copy, 5 cents. Additional copies, 2 cents each 

No. 9. YOUR OPPORTUNITY IN THE SCHOOLS 

Single copy, 5 cents. Additional copies, 2 cents each 

No. 10. SUGGESTIONS FOR A PROGRAM FOR HEALTH TEACHING 
IN THE ELEMENTARY SCHOOLS 

Single copy, 10 cents. Additional copies, 6 cents each 

No. 11. MILK AND OUR SCHOOL CHILDREN 

Single copy, 5 cents. Additional copies, 2 cents each 

School Health Studies 

No. 1. HEALTH FOR SCHOOL CHILDREN 

Single copy, 10 cents. Additional copies, 7 cents each 

No. 2. THE CHILD HEALTH SCHOOL in the UNIVERSITY of CHICAGO 

Single copy, 10 cents. Additional copies, 7 cents each 

No. 3. WHO’S WHO IN HEALTHLAND; A STUDY OF HEALTH WORK 
IN THE PUBLIC SCHOOLS OF NEWTON, MASS. 

Single copy, 10 cents. Additional copies, 10 cents each 



















































